Abstract
Several recent studies examine social aspects of online peer review writing environments, but little of this work focuses on how resulting social interactions affect student writing over time. Seeking to trace explicit and covert dialogic influences across middle school writers’ work, we analyze classroom texts created online to show how teachers’ initiating texts and peer reviews become critical pieces of students’ classroom writing and response. Our analysis first grouped the texts by phase (i.e. teacher's initiating texts, first drafts, peer review feedback, revised drafts) to capture overall characteristics of these writing processes and products, then looked at each student's writing across time to understand how multiple artifacts and writing cycles informed the work. This analytical approach foregrounds the dialogic nature of online writing and shows how a class responds to assignments. The empirical micro-analysis complicates classroom writing and revision research by showcasing how teachers and peers become un-credited “co-authors” of students’ texts. Beyond theorizing that students take up such influences in their work, as existing work has done, we trace how these texts influence students’ writing and peer review, examining the roles of teachers and peers in writing processes and products.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 107-131 |
| Number of pages | 25 |
| Journal | Computers and Composition |
| Volume | 52 |
| DOIs | |
| State | Published - Jun 2019 |
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Keywords
- classroom interaction
- dialogic interaction
- instructional strategies
- peer review
- revision
- rubrics
- teaching materials
- teaching methods
- writing
- writing assessment
ASJC Scopus subject areas
- Computer Science(all)
- Language and Linguistics
- Education
- Linguistics and Language
Cite this
Teachers as co-authors of student writing : How teachers’ initiating texts influence response and revision in an online space. / Magnifico, Alecia Marie; Woodard, Rebecca; McCarthey, Sarah Jane.
In: Computers and Composition, Vol. 52, 06.2019, p. 107-131.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Teachers as co-authors of student writing
T2 - How teachers’ initiating texts influence response and revision in an online space
AU - Magnifico, Alecia Marie
AU - Woodard, Rebecca
AU - McCarthey, Sarah Jane
PY - 2019/6
Y1 - 2019/6
N2 - Several recent studies examine social aspects of online peer review writing environments, but little of this work focuses on how resulting social interactions affect student writing over time. Seeking to trace explicit and covert dialogic influences across middle school writers’ work, we analyze classroom texts created online to show how teachers’ initiating texts and peer reviews become critical pieces of students’ classroom writing and response. Our analysis first grouped the texts by phase (i.e. teacher's initiating texts, first drafts, peer review feedback, revised drafts) to capture overall characteristics of these writing processes and products, then looked at each student's writing across time to understand how multiple artifacts and writing cycles informed the work. This analytical approach foregrounds the dialogic nature of online writing and shows how a class responds to assignments. The empirical micro-analysis complicates classroom writing and revision research by showcasing how teachers and peers become un-credited “co-authors” of students’ texts. Beyond theorizing that students take up such influences in their work, as existing work has done, we trace how these texts influence students’ writing and peer review, examining the roles of teachers and peers in writing processes and products.
AB - Several recent studies examine social aspects of online peer review writing environments, but little of this work focuses on how resulting social interactions affect student writing over time. Seeking to trace explicit and covert dialogic influences across middle school writers’ work, we analyze classroom texts created online to show how teachers’ initiating texts and peer reviews become critical pieces of students’ classroom writing and response. Our analysis first grouped the texts by phase (i.e. teacher's initiating texts, first drafts, peer review feedback, revised drafts) to capture overall characteristics of these writing processes and products, then looked at each student's writing across time to understand how multiple artifacts and writing cycles informed the work. This analytical approach foregrounds the dialogic nature of online writing and shows how a class responds to assignments. The empirical micro-analysis complicates classroom writing and revision research by showcasing how teachers and peers become un-credited “co-authors” of students’ texts. Beyond theorizing that students take up such influences in their work, as existing work has done, we trace how these texts influence students’ writing and peer review, examining the roles of teachers and peers in writing processes and products.
KW - classroom interaction
KW - dialogic interaction
KW - instructional strategies
KW - peer review
KW - revision
KW - rubrics
KW - teaching materials
KW - teaching methods
KW - writing
KW - writing assessment
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UR - http://www.scopus.com/inward/citedby.url?scp=85061830436&partnerID=8YFLogxK
U2 - 10.1016/j.compcom.2019.01.005
DO - 10.1016/j.compcom.2019.01.005
M3 - Article
AN - SCOPUS:85061830436
VL - 52
SP - 107
EP - 131
JO - Computers and Composition
JF - Computers and Composition
SN - 8755-4615
ER -